My Personal Statement
(Last Update: April 19th, 2014) I believe that our education system does not exist to simply teach our students how to conduct science experiments, use mathematical reasoning and write persuasive essays. I believe our education system needs to teach these things, but also prepare students for their future in the real world. To succeed with this goal, I feel strongly compelled to use Barbara Coloroso's theory of Inner Discipline. This theory is particularly appealing to me because of the student centered aspect of it. The teachers role is to guide the students to identify their own problems, make their own decisions, find solutions to their problems, and take responsibility for their choices. Through these thoughtful ways of student-centered problem solving, I hope to see a trend of improved behavior throughout the year with consistently decreasing teacher guidance. The goal is that students can eventually identify and solve their own problems with the teacher only suspecting a problem even existed.
While above is my main reason for liking Inner Discipline, I also like that the teacher gets to know each and every student. This must be done in order to properly guide students to think through their problems. Good relationships with students is the most important management tool, and Inner Discipline goes right along with good relationships. In fact, Inner Discipline usually leads the teacher to work more so with trouble students, precisely the students who need additional guidance in problem solving.
I have tried a few different strategies for inner discipline, many with students who are either constantly disrupting my class or seem lowly engaged in my lessons. I talked to these students privately, either during class or afterward. During our talks I get to know the student better and why they are acting this way. Every time I have talked with a student I have learned something new and have been able to guide them to help solve their problem. We then work to find a plan for that student that will help them succeed both in my class and in life. After working with these students, I noticed the most important aspect of the Inner Discipline model. That by talking with these students I let them know that I truly care about them. With every single student I talked privately with I have seen engagement increase in the next class partly because they know I care about them and want them to succeed.
Good teachers use the inner discipline model because they know that students will eventually be in the real world and will need to be able to identify and solve their own problems. Students need to be able to function without constant teacher guided direction. Good teachers also seek to know their students and what is going on in their lives. Inner Discipline gives you this time to talk with students and let them know that you believe in them, trust in them, and that you think they have the ability to solve their own problems.
While above is my main reason for liking Inner Discipline, I also like that the teacher gets to know each and every student. This must be done in order to properly guide students to think through their problems. Good relationships with students is the most important management tool, and Inner Discipline goes right along with good relationships. In fact, Inner Discipline usually leads the teacher to work more so with trouble students, precisely the students who need additional guidance in problem solving.
I have tried a few different strategies for inner discipline, many with students who are either constantly disrupting my class or seem lowly engaged in my lessons. I talked to these students privately, either during class or afterward. During our talks I get to know the student better and why they are acting this way. Every time I have talked with a student I have learned something new and have been able to guide them to help solve their problem. We then work to find a plan for that student that will help them succeed both in my class and in life. After working with these students, I noticed the most important aspect of the Inner Discipline model. That by talking with these students I let them know that I truly care about them. With every single student I talked privately with I have seen engagement increase in the next class partly because they know I care about them and want them to succeed.
Good teachers use the inner discipline model because they know that students will eventually be in the real world and will need to be able to identify and solve their own problems. Students need to be able to function without constant teacher guided direction. Good teachers also seek to know their students and what is going on in their lives. Inner Discipline gives you this time to talk with students and let them know that you believe in them, trust in them, and that you think they have the ability to solve their own problems.